According to the Marshall University course syllabus policy 2.1.10, every syllabus should include a “grid showing the following relationships: how each course student learning outcome will be practiced, and assessed, in the course.” (Marshall University Course Policy). Every student at Marshall University is required to take a first-year seminar (FYS) class. In this class, the course objectives are to encourage inquiry based thinking, information literacy, integrative thinking, intercultural thinking, and metacognitive thinking in students. Other universities such as Brown, an Ivy League school founded in 1764, and the University of Illinois believe all courses and course syllabi should reflect Bloom’s and Fink’s Taxonomies (see Figures 1 and
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This is objective has been defined by many different individuals and universities, but it fundamentally refers to the ability to question something or is a problem-driven practice (Aditomo et al. 2013, 1241). This is an advantageous skill for students since most of their careers will be centered around problems and questioning. Those capable of assessing the problem and methodically taking steps to provide a solution will prosper in the professional setting more so than those who are unable to inquire what the problem is, what to do, and what the cause and effects are when deciding on a solution. In the article Studies in Higher Education, a study was conducted to determine the frequency at which certain inquiry based learning objectives were exercised in three different universities (see Figure 3 for the complete table). According to the study, simplified research and enactment-of-practice were the most frequently practiced forms of inquiry based learning (Aditomo et al. 2013, 1246-1249). These two learning forms are used to mimic research and problem solving in the professional fields on a microscale in order to condition students to quickly evaluate these situations that are guaranteed to occur in their future. In Miller Montserrat’s FYS course, inquiry based learning was exercised through discussion, which is used 5.6% of the time in other universities (Aditomo et al. 2013, 1247). These discussions were centered around the readings of selected monographs and students were required to determine the monograph’s argument, assess its sources, determine to what degree the monograph relates to sources during the same time, and indicate what the monograph’s weaknesses and strengths
This is objective has been defined by many different individuals and universities, but it fundamentally refers to the ability to question something or is a problem-driven practice (Aditomo et al. 2013, 1241). This is an advantageous skill for students since most of their careers will be centered around problems and questioning. Those capable of assessing the problem and methodically taking steps to provide a solution will prosper in the professional setting more so than those who are unable to inquire what the problem is, what to do, and what the cause and effects are when deciding on a solution. In the article Studies in Higher Education, a study was conducted to determine the frequency at which certain inquiry based learning objectives were exercised in three different universities (see Figure 3 for the complete table). According to the study, simplified research and enactment-of-practice were the most frequently practiced forms of inquiry based learning (Aditomo et al. 2013, 1246-1249). These two learning forms are used to mimic research and problem solving in the professional fields on a microscale in order to condition students to quickly evaluate these situations that are guaranteed to occur in their future. In Miller Montserrat’s FYS course, inquiry based learning was exercised through discussion, which is used 5.6% of the time in other universities (Aditomo et al. 2013, 1247). These discussions were centered around the readings of selected monographs and students were required to determine the monograph’s argument, assess its sources, determine to what degree the monograph relates to sources during the same time, and indicate what the monograph’s weaknesses and strengths